few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Perform operations with multi-digit whole numbers and with decimals to hundredths.

Use place value understanding and properties of operations to add and subtract.

Understand place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Extend the counting sequence.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand the place value system.
problem_activity: Problem 1
a.   Solve.
6 × 3 = _____
60 × 3 = _____
60 × 30 = _____
b.   What do you notice about Part (a)? What do you wonder?
Problem 2
a.   Kristen and Rajiv are finding the product 80 × 50. Kristen says to find 8 × 50, then multiply by 10. Rajiv says to find 80 × 5, then multiply by 10.
Will both Kristen and Rajiv’s methods give the correct product? Why?
Write expressions to represent Kristen and Rajiv’s methods.
b.   Find the product 80 × 50.
Problem 3
Estimate the following products.
a.   41 × 32
b.   57 × 45
c.   24 × 77


correct_option_index: 4